Enhancing Student Engagement through Interactive Lecturing Strategies

Lecturing for Interaction and Engagement Begin by thinking about one recent class that requires some lecturing and 3-4 of the students in that class.

Objectives: Recognize importance of the socio-ecological model means of engaging student prior to lectures Recognize the importance of teaching, social, and cognitive presence in preparing lectures and engaging students. Recognize and develop techniques to engage students before, during, and after lectures.

Socio Ecological Outcomes Model Background/defining factors Societal factors Inputs Student Success Socio- ecological Non Cognitive Domain Academic Domain Environmental Domain Campus Ethos Domain Structural Domain Domain Luke Wood and Frank Harris

Garrison, D. (2007)

Step 0: Before class begins: Be relational show an authentic interest in students' and students success Humanize yourself Learn one thing about each student that has nothing to do with being a student.

How do you do this? How do I do this? Get to know you survey incorporate information into pre-course or course discussions Relational Emails How can you do this? People don t care how much you know until they know how much you care Theodore Roosevelt

Socio Ecological Outcomes Model Background/defining factors Societal factors Inputs Student Success Socio- ecological Non Cognitive Domain Academic Domain Environmental Domain Campus Ethos Domain Structural Domain Domain Luke Wood and Frank Harris

Step 1: Before the lecture Prime students for engagement What should they be thinking about What are we doing today? How does the reading connect with what we are doing today? You never get a second chance to make a first impression

How do you do this? How do I do this? 1 minute papers/talk (KWL) Skeletal notes Poll questions Attendance word Introduce the lecture How can you do this?

The lecture tends to have a bad rap just because something is mishandled by some teachers doesn t mean the method as a whole is inherently flawed (Brookfield, 2015, p. 69). It is ineffective to use lectures to repeat material from previously assigned reading, as students may be less inclined to do the reading if they anticipate repetition (Nilson, 2010). lectures can be helpful for showing students the big picture, explaining complex examples, modeling the kind of thinking you want students to engage in, and presenting ideas in a way that will give students different insight into the subject matter (Brookfield, 2015, pp. 71-72).

Step 2: The Lecture Outline ideas Monitor pacing, tone, emphasis. Pose a question Move around Simple Complex Pay attention to sound quality 10-15 minutes short manageable chunks and background noise Model ideas for your students Caption Engagement activities in between chunks

How do you do this? How do I do this? games Collaborative worksheets Think pair share square Voice thread comments end of or embedded into lecture How can you do this

Step 3: After the Lecture Summarize main points of learning Question to assess learning and clarify misunderstandings Bridge to next lesson Bridge back to the world You never get a second chance to make a lasting impression

How do you do this? How do I do this? Muddiest point questions w/ summary video Lecture comments Look ahead Be relational How can you do this?

Questions? Thoughts?